ZhaoHong Han (PhD, University of London)is an assistant professor of linguistics and education at Teachers College, Columbia University, New Yurh, New York.
Fine-tuning Corrective Feedback
Article first published online: 31 DEC 2008
© 2001 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 34, Issue 6, pages 582–599, November 2001
How to Cite
Han, Z. (2001), Fine-tuning Corrective Feedback. Foreign Language Annals, 34: 582–599. doi: 10.1111/j.1944-9720.2001.tb02105.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract: This paper explores the notion of “fine-tuning” in connection with the corrective feedback process. The underlying argument is that the absence of fine-tuning can be a potent source of ineffective feedback. Fine-tuning is herein defined as a process whereby the provider of corrective feedback tunes in to the causal factors of an error and successfully brings the learner's attention to the learning problem. A longitudinal case study, conducted in the context of Norwegian as a second language, is presented to show how fine-tuning and lack thereof in the provision of written corrective feedback differentially affects an L2 learner's restructuring of an interlanguage construction.